Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Blended Learning: Internal Factors Affecting Implementation

Hamilton, Zachary
http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025

Abstract Details

2019, MAE, Otterbein University, English.
Blended learning is defined as an education program in which a student learns, at least in part, through online delivery of content and instruction and, at least in part, at a supervised brick-andmortar location away from home (Staker & Hom, 2012). It is regarded as an effective learning model in terms of student outcomes; however, there are barriers to the implementation of blended learning. These barriers can be categorized as external or internal. The aim of this study was to determine and understand the barriers or factors that affect the implementation of blended learning. To accomplish this, it was important to understand what teachers who have implemented blended learning perceive as most influential to implementation. Seventy-five teachers that have implemented blended learning were surveyed. A combination of descriptive and inferential statistics was used to analyze the teachers' perceptions of which factors or barriers were most influential to implementation. Within this study, the least influential factors perceived to influence the implementation of blended learning included preservice experiences, parent support, class size, and previous failures. The most influential factor perceived to influence the implementation of blended learning was access to the internet. Internal factors were perceived to influence the implementation more than external factors. Teacher characteristics of gender, subject taught, education level, perceived computer proficiency, and computer-to-student ratio did not have a significant influence on perceived internal factors affecting implementation. Finally, years of experience and perceived internal factors affecting implementation were found to have a negative correlation.
Daniel Cho, Ph.D. (Advisor)
Paul Wendel, Ph.D. (Committee Member)
Adele Weiss, Ph.D. (Committee Member)
42 p.
Education; Educational Technology; Higher Education
Blended Learning, Internal Factors, Technology in the Classroom

Recommended Citations

Citations

  • Hamilton, Z. (2019). Blended Learning: Internal Factors Affecting Implementation [Master's thesis, Otterbein University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025

    APA Style (7th edition)

  • Hamilton, Zachary. Blended Learning: Internal Factors Affecting Implementation. 2019. Otterbein University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025.

    MLA Style (8th edition)

  • Hamilton, Zachary. "Blended Learning: Internal Factors Affecting Implementation." Master's thesis, Otterbein University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025

    Chicago Manual of Style (17th edition)

otbn1592312559615025
1,612
© 2019, all rights reserved.
This open access ETD is published by Otterbein University and OhioLINK.